Comparison of computerized and human assessment of the number of unique designs.

<p>Left: human vs. human assessment (independent raters); right: computerized vs. human assessment. Broken lines represent lines of identity. Abbreviations: ICC, intraclass correlation coefficient; Lin’s concordance, Lin’s concordance correlation coefficient.</p

Five-dot patterns in parts 1 to 5 of the Ruff Figural Fluency Test.

<p>Each part consists of 35 identical five-dot patterns [<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0163286#pone.0163286.ref004" target="_blank">4</a>]. See also reference 6.</p

Characteristics of the study population.

<p>Characteristics of the study population.</p

Bland-Altman plot of computerized and human assessment of the number of unique designs.

<p>Left: human vs. human assessment (independent raters); right: computerized vs. human assessment.</p

Bland-Altman plot of computerized and human assessment of the number of perseverative errors.

<p>Left: human vs. human assessment (independent raters); right: computerized vs. human assessment.</p

Comparison of computerized and human assessment of the number of perseverative errors.

<p>Left: human vs. human assessment (independent raters); right: computerized vs. human assessment. Broken lines represent lines of identity. Abbreviations: ICC, intraclass correlation coefficient; Lin’s concordance, Lin’s concordance correlation coefficient.</p